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n
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sic
ICT
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s
t
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t
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s.
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ICT
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Re
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o
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o
rts
t
o
imp
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e
st
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e
n
ts'
b
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sic
ICT
sk
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ls.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
I
C
T
b
asic sk
ills
S
o
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m
ed
ia
T
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is i
s
a
n
o
p
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n
a
c
c
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ss
a
rticle
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e
CC B
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SA
li
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se
.
C
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s
p
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A
uth
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r
:
J
u
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Facu
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Un
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-
m
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d
1.
I
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RO
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UCT
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O
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Pro
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a
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m
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Stu
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Ass
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tu
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at
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4
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p
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ce
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t o
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ter
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et
at
h
o
m
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is
s
till
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elo
w
1
0
%
[
1
]
.
Alo
n
g
with
th
at,
in
te
r
n
et
u
s
e
in
I
n
d
o
n
esia
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as
in
cr
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ased
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am
atica
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y
a
lar
g
e
n
u
m
b
er
o
f
s
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cial
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er
s
.
So
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a
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f
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p
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to
s
h
ar
e
a
n
d
ex
ch
a
n
g
e
in
f
o
r
m
atio
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[
2
]
.
T
h
e
p
r
esen
ce
o
f
s
o
cial
m
e
d
ia
ca
u
s
es
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g
lo
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al
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m
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d
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o
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[
3
]
th
r
o
u
g
h
in
ter
n
et
n
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two
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k
s
ea
s
ily
.
Acc
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u
m
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ec
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etwo
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ter
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s
to
im
p
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o
v
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eir
well
-
b
ein
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[
4
]
.
Pre
v
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u
s
s
tu
d
ies
h
av
e
f
o
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n
d
s
o
cial
m
ed
ia
b
en
ef
its
in
ed
u
ca
t
io
n
[
5
,
6
]
s
u
ch
as
in
lectu
r
es
[
7
]
an
d
in
ter
-
co
lleg
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p
r
o
m
o
tio
n
s
.
No
wad
ay
s
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s
o
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e
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s
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o
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esia,
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a
r
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o
m
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p
r
o
b
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s
r
elate
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to
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b
asic
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k
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o
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I
C
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,
s
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th
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ab
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o
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h
ar
d
war
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f
ac
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co
m
p
u
ter
v
ir
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s
es
[
8
]
,
th
e
h
ig
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co
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t
o
f
p
r
o
cu
r
em
en
t
an
d
u
s
e
o
f
I
C
T
f
ac
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ies
[
9
]
.
Acc
o
r
d
in
g
t
o
Pelg
r
u
m
a
n
d
L
aw,
i
n
th
e
s
u
cc
ess
o
f
I
C
T
,
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er
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ar
e
s
er
io
u
s
o
b
s
tacle
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s
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ch
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ter
s
,
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k
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d
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ca
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ills
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if
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ad
eq
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an
d
in
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eq
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tr
a
in
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p
p
o
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t
u
n
ities
[
1
0
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.
I
n
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to
th
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s
,
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in
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p
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I
C
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in
th
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wo
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ld
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ca
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ch
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I
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8
8
2
2
Th
e
I
C
T b
a
s
ic
s
kills
:
C
o
n
tr
ib
u
tio
n
to
s
tu
d
en
t so
cia
l m
e
d
ia
u
t
iliz
a
tio
n
a
ctivities
(
S
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p
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r
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i S
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p
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r
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)
223
p
r
o
b
lem
o
f
lack
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f
f
u
n
d
s
a
n
d
h
u
m
an
r
eso
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s
,
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e
lo
w
cu
ltu
r
e
o
f
c
h
an
g
e
in
t
h
e
ad
ap
tatio
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o
f
I
C
T
d
ev
elo
p
m
e
n
t,
an
d
p
r
o
g
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ess
in
ed
u
ca
tio
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.
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n
th
is
ca
s
e,
r
eg
u
la
tio
n
s
a
r
e
r
eq
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ir
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d
r
eg
ar
d
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g
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ar
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ier
s
f
o
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d
i
n
I
C
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s
o
th
at
th
e
b
asic in
teg
r
ati
o
n
o
f
I
C
T
in
th
e
lear
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in
g
p
r
o
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ess
ca
n
b
e
r
eso
lv
ed
.
No
wad
ay
s
,
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o
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ile
tech
n
o
lo
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as
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ai
n
ed
i
n
cr
ea
s
ed
f
o
cu
s
am
o
n
g
ac
ad
e
m
ics
as
a
way
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a
b
le
u
n
lim
ited
lear
n
in
g
in
s
p
ac
e
an
d
tim
e
[
1
1
]
.
T
o
s
u
p
p
o
r
t
th
is
,
I
C
T
b
asic
s
k
ills
ar
e
n
ee
d
ed
in
ed
u
ca
tio
n
,
alth
o
u
g
h
th
e
p
r
o
ce
s
s
is
s
lo
w
an
d
c
o
m
p
lex
[
1
2
]
.
T
h
e
u
s
e
o
f
I
C
T
a
n
d
th
e
in
c
r
ea
s
in
g
r
elian
ce
o
f
to
d
a
y
'
s
s
o
ciety
o
n
in
f
o
r
m
atio
n
an
d
k
n
o
wled
g
e
h
av
e
r
esu
lted
in
n
ew
c
h
allen
g
es
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
1
3
,
1
4
]
.
Sev
er
al
s
tu
d
ies
h
av
e
lo
o
k
ed
at
h
o
w
I
C
T
ca
n
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e
u
t
ilized
in
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e
tea
ch
in
g
a
n
d
e
d
u
ca
tio
n
p
r
o
ce
s
s
[
1
1
,
1
5
,
1
6
]
.
T
h
e
s
u
cc
ess
o
f
th
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o
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ep
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t
h
e
attitu
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d
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ta
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ce
o
f
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er
s
to
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d
s
th
e
d
ev
elo
p
m
e
n
t o
f
tec
h
n
o
lo
g
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[
1
7
]
.
Acc
o
r
d
in
g
to
I
s
m
ail'
s
r
ep
o
r
t
[
1
8
]
cited
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y
Pap
a
d
ak
is
[
1
7
]
,
s
tated
th
at
th
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s
u
cc
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o
r
f
ail
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r
e
o
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th
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p
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th
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T
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to
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ea
ch
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a
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v
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im
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ch
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g
i
n
g
th
e
ad
o
p
tio
n
o
f
m
o
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ile
tech
n
o
lo
g
y
[
1
9
,
2
0
]
.
T
h
e
u
tili
za
tio
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o
f
s
o
cial
m
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d
ia
in
l
ea
r
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in
g
th
r
o
u
g
h
m
o
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ile
tec
h
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o
lo
g
y
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alleg
ed
ly
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lu
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b
y
b
asic
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C
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k
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ch
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ter
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p
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n
te
r
n
et
Sk
ills
,
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d
W
o
r
ld
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id
e
W
eb
Sk
ills
.
T
h
e
g
r
o
wth
o
f
m
o
b
ile
d
e
v
ices
an
d
s
m
ar
t
p
h
o
n
es
f
ac
ilit
ates
u
n
lim
ited
in
f
o
r
m
atio
n
,
h
as
b
r
o
u
g
h
t
a
b
o
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t
ch
an
g
es
in
h
u
m
an
th
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n
k
in
g
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ev
er
y
life
lin
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in
clu
d
i
n
g
i
n
h
ig
h
e
r
ed
u
ca
tio
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th
e
2
1
s
t
ce
n
tu
r
y
.
Hig
h
e
r
ed
u
ca
tio
n
s
tu
d
en
ts
u
s
e
v
ar
io
u
s
s
o
cial
m
ed
ia
t
o
o
ls
in
v
ar
i
o
u
s
ac
tiv
ities
[
3
]
.
T
h
e
y
u
s
e
W
h
atsap
p
Gr
o
u
p
an
d
Face
b
o
o
k
Gr
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p
to
co
m
m
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d
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lear
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in
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task
s
p
r
o
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b
y
lect
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r
er
s
.
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h
ese
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s
o
cial
m
ed
ia
to
o
ls
ar
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th
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r
m
o
s
t c
o
m
m
o
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ly
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th
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o
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t
wid
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s
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m
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ls
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wid
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d
ien
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ially
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le
[
2
1
]
;
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t
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lin
e
co
m
m
u
n
icatio
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ch
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el.
Mu
r
r
ay
[
2
2
]
s
tated
th
at
s
o
cial
m
e
d
ia
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r
o
v
id
es
a
n
o
p
p
o
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ity
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o
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p
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le
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ef
lect
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em
s
elv
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to
f
o
r
m
s
o
cieties,
to
cr
ea
te
an
en
v
ir
o
n
m
en
t
o
f
co
o
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an
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s
h
ar
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g
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n
a
d
d
itio
n
,
ac
co
r
d
in
g
to
Pis
k
o
r
s
k
i
[
2
3
]
s
o
cial
m
ed
ia
is
u
s
ed
to
co
m
m
u
n
icate
with
ex
ter
n
al
p
ar
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ar
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s
p
l
atf
o
r
m
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s
u
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o
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k
,
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h
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p
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witter
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Go
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g
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las
s
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o
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m
,
Yo
u
tu
b
e,
Sk
y
p
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I
m
o
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n
s
tag
r
am
,
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lo
g
s
,
an
d
o
t
h
er
s
o
cial
m
ed
ia.
As
I
C
T
ev
o
lv
es,
th
e
u
s
e
o
f
s
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f
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d
ay
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d
ay
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a
s
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r
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atica
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ec
o
m
e
p
a
r
t
o
f
th
e
d
aily
life
o
f
m
an
k
in
d
.
An
is
a's
[
2
4
]
r
esear
ch
f
o
u
n
d
t
h
e
in
f
lu
e
n
ce
o
f
s
o
cial
m
ed
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o
n
s
tu
d
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'
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u
tco
m
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Go
es
alo
n
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with
it,
Ma
n
u
m
p
il
[
2
5
]
also
r
e
p
o
r
ted
a
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
s
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o
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d
th
e
lev
el
o
f
ac
h
ie
v
em
en
t
o
f
s
tu
d
en
ts
at
State
Hig
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Sch
o
o
l
9
Ma
n
ad
o
,
I
n
d
o
n
esia.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
s
u
g
g
est
th
e
in
f
lu
en
ce
o
f
I
C
T
b
asic
s
k
ills
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n
th
e
u
tili
za
tio
n
o
f
s
o
cial
m
ed
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ased
o
n
th
ese
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b
lem
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th
is
s
tu
d
y
aim
s
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aly
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h
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co
n
t
r
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u
tio
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o
f
I
C
T
b
asic sk
ills
to
s
tu
d
en
t so
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
.
2.
RE
S
E
ARCH
M
E
T
H
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D
T
h
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r
esear
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eth
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d
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tar
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eo
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etica
l
f
r
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k
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ed
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Fig
u
r
e
1
s
h
o
ws
th
e
co
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ce
p
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f
r
am
ewo
r
k
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aly
zin
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asic
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k
ills
to
s
tu
d
en
t
s
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c
ial
m
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tili
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tio
n
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Fig
u
r
e
1
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C
o
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p
tu
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f
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a
m
ewo
r
k
o
f
I
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b
asi
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s
k
ills
to
war
d
s
o
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m
ed
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tili
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tio
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tiv
iti
es
2
.
1
.
Resea
rc
h a
pp
ro
a
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h
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r
esear
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s
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ch
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o
r
d
in
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u
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Mc
Millan
[
2
6
]
,
q
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r
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a
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o
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m
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f
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am
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r
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r
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ically
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s
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in
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d
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d
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is
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in
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tatis
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2
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h
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p
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p
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th
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2
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h
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[
2
7
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.
T
h
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p
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p
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latio
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ec
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an
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to
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Su
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[
2
8
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Utili
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[
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Nu
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[
3
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wh
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clu
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im
en
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s
:
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n
f
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FN
1
-
FN
6
0
.
6
1
3
-
0
.
7
4
9
0
.
7
2
9
V
a
l
i
d
&
R
e
l
i
a
b
l
e
Ed
u
c
a
t
i
o
n
E
1
-
E
6
0
.
3
5
2
-
0
.
8
3
1
0
.
7
1
9
V
a
l
i
d
&
R
e
l
i
a
b
l
e
A
d
j
.
R
S
q
u
a
r
e
=
0
.
6
5
7
2
.
5
.
Resea
rc
h da
t
a
a
na
ly
s
is
I
n
f
er
en
ce
r
eg
r
ess
io
n
an
aly
s
is
is
s
elec
ted
to
an
aly
ze
th
e
d
ata
o
f
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
.
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
is
u
s
ed
f
o
r
f
o
r
ec
asti
n
g
p
u
r
p
o
s
es,
wh
er
e
th
er
e
ar
e
d
e
p
en
d
e
n
t
v
ar
iab
le
s
an
d
in
d
ep
e
n
d
en
t
v
ar
iab
les.
Descr
ip
tiv
e
an
aly
s
is
is
u
s
ed
to
d
escr
ib
e
wh
a
t
h
ap
p
en
s
to
s
elec
ted
s
am
p
les
[
3
2
]
as
s
u
g
g
ested
b
y
B
r
ey
[
3
3
]
th
at
d
escr
ip
tiv
e
an
a
ly
s
is
tr
ies
to
u
n
d
er
s
tan
d
th
e
r
e
s
u
lts
b
y
an
aly
zin
g
th
e
m
ea
n
in
g
o
f
co
n
ce
p
ts
b
u
ilt
in
to
r
esear
ch
m
o
d
els.
W
h
ile
th
e
av
er
ag
e
an
aly
s
is
r
ef
er
s
to
J
am
il
[
3
4
]
,
it
p
r
o
v
id
es
lo
w,
m
ed
iu
m
,
a
n
d
h
ig
h
cr
iter
ia
o
n
av
e
r
ag
e.
3.
RE
SU
L
T
S
T
h
e
r
esu
lts
o
f
I
C
T
b
asic
s
k
ill
d
escr
ip
tiv
e
s
tatis
tical
an
aly
s
is
an
d
s
tu
d
en
t
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
ca
n
b
e
s
ee
n
in
T
a
b
l
e
2
.
T
ab
le
2
illu
s
tr
ates
th
e
av
er
ag
e
I
C
T
B
asis
Sk
ills
i
s
h
ig
h
er
th
an
t
h
e
av
er
a
g
e
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ity
(
4
.
1
0
>
3
.
9
0
)
an
d
in
v
er
s
ely
p
r
o
p
o
r
tio
n
al
to
th
e
s
tan
d
a
r
d
d
ev
iatio
n
(
0
.
9
0
<
1
.
0
3
)
.
T
h
e
av
er
ag
e
co
m
p
u
ter
o
p
er
ati
o
n
al
d
im
en
s
io
n
s
o
n
I
C
T
B
asic
Sk
ills
v
ar
iab
les
a
r
e
s
m
aller
t
h
an
th
e
d
im
en
s
io
n
s
o
f
s
o
f
twar
e
ap
p
licatio
n
s
,
in
ter
n
et
s
k
ills
,
an
d
W
o
r
ld
W
id
e
W
eb
s
k
ills
.
T
h
e
an
aly
s
is
o
f
th
e
co
n
tr
ib
u
ti
o
n
o
f
I
C
T
'
s
b
asic
s
k
ills
to
s
tu
d
en
t
s
o
cial
m
ed
ia
u
tili
za
tio
n
a
ctiv
ities
i
s
b
ased
o
n
th
e
r
eg
r
ess
io
n
a
n
aly
s
is
in
T
ab
le
3
.
T
ab
le
3
s
h
o
ws
th
e
r
eg
r
ess
io
n
test
r
esu
lts
with
test
F.
T
h
e
ca
lcu
latio
n
r
esu
lts
s
h
o
w
th
at
t
h
e
v
alu
e
o
f
F
is
6
4
.
9
7
wh
ile
t
h
e
v
alu
e
o
f
th
e
F
tab
l
e
is
at
0
.
0
1
an
d
3
.
9
1
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
F
co
u
n
t
is
g
r
ea
te
r
th
a
n
th
e
F
tab
l
e,
s
o
it
ca
n
b
e
s
tated
th
at
t
h
e
r
eg
r
ess
io
n
o
f
t
h
e
d
ir
ec
tio
n
o
f
t
h
e
Y
co
ef
f
icien
t
o
v
er
X1
,
X2
,
X
3
,
an
d
X
4
is
v
er
y
s
ig
n
if
ican
t.
So
,
t
h
e
r
eg
r
ess
io
n
eq
u
atio
n
=
-
2
7
.
6
7
+0
.
3
3
9
X1
+
0
.
2
3
2
X2
+0
.
9
0
1
X3
+
1
.
7
0
5
X4
ca
n
b
e
u
s
ed
to
d
escr
ib
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
b
asic
I
C
T
s
k
ills
in
clu
d
in
g
:
c
o
m
p
u
te
r
o
p
er
atio
n
s
,
s
o
f
twar
e
ap
p
licatio
n
s
,
in
ter
n
et
s
k
ills
an
d
we
b
s
k
ill
s
with
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
I
C
T b
a
s
ic
s
kills
:
C
o
n
tr
ib
u
tio
n
to
s
tu
d
en
t so
cia
l m
e
d
ia
u
t
iliz
a
tio
n
a
ctivities
(
S
u
p
a
r
d
i S
u
p
a
r
d
i
)
225
T
ab
le
2
.
I
C
T
b
asic sk
ills
d
e
s
cr
ip
tiv
e
s
tatis
tic
s
an
d
s
o
cial
m
ed
ia
u
tili
zin
g
ac
tiv
ities
V
a
r
i
a
b
l
e
s a
n
d
d
i
m
e
n
s
i
o
n
s
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
C
r
i
t
e
r
i
a
I
C
T
b
a
s
i
c
s
k
i
l
l
s
4
.
1
0
0
.
9
0
H
i
g
h
C
o
m
p
u
t
e
r
o
p
e
r
a
t
i
o
n
a
l
3
.
8
8
1
.
0
4
M
e
d
i
u
m
S
o
f
t
w
a
r
e
a
p
p
l
i
c
a
t
i
o
n
4
.
2
0
0
.
8
6
H
i
g
h
I
n
t
e
r
n
e
t
s
k
i
l
l
s
4
.
0
3
0
.
9
4
H
i
g
h
W
o
r
l
d
w
i
d
e
w
e
b
s
k
i
l
l
s
4
.
2
7
0
.
7
8
H
i
g
h
S
o
c
i
a
l
me
d
i
a
u
t
i
l
i
z
i
n
g
a
c
t
i
v
i
t
i
e
s
3
.
9
0
1
.
0
3
H
i
g
h
I
n
f
o
r
mat
i
o
n
3
.
9
8
1
.
0
4
H
i
g
h
En
t
e
r
t
a
i
n
me
n
t
3
.
8
0
1
.
0
8
M
e
d
i
u
m
F
r
i
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n
d
s
h
i
p
n
e
t
w
o
r
k
i
n
g
3
.
9
2
0
.
9
9
H
i
g
h
Ed
u
c
a
t
i
o
n
3
.
8
8
1
.
0
4
M
e
d
i
u
m
T
ab
le
3
.
An
aly
s
is
o
f
I
C
T
b
asic s
k
ills
r
eg
r
ess
io
n
with
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
i
g
n
F
R
R
2
B
S
t
d
.
Er
r
o
r
1
(
C
o
n
st
a
n
t
)
-
27
.
6
7
2
7
.
0
4
9
.
0
0
0
6
4
.
9
7
.
8
0
7
.
6
5
7
C
o
m
p
u
t
e
r
o
p
e
r
a
t
i
o
n
a
l
.
3
3
9
.
1
3
5
.
0
1
3
S
o
f
t
w
a
r
e
a
p
p
l
i
c
a
t
i
o
n
.
2
3
2
.
2
4
0
.
3
3
5
I
n
t
e
r
n
e
t
s
k
i
l
l
s
.
9
0
1
.
1
4
6
.
0
0
0
WW
W
sk
i
l
l
s
1
.
7
0
5
.
2
5
5
.
0
0
0
T
h
e
s
tr
en
g
th
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
b
asic
s
k
ill
v
ar
iab
les
in
clu
d
es
co
m
p
u
ter
o
p
er
atio
n
s
,
s
o
f
twar
e
ap
p
licatio
n
s
,
in
ter
n
et
s
k
ills
,
an
d
web
s
k
ills
with
s
tu
d
en
t
s
o
cial
m
e
d
ia
u
tili
za
tio
n
ac
tiv
ities
in
d
icate
d
b
y
a
co
r
r
elatio
n
co
ef
f
icien
t
o
f
0
.
8
0
7
s
o
t
h
at
th
e
co
ef
f
icien
t
o
f
th
e
d
eter
m
in
atio
n
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
b
asic
s
k
ills
an
d
s
tu
d
en
t
s
o
cia
l
m
ed
ia
u
tili
za
tio
n
ac
tiv
ity
is
eq
u
al
to
0
.
6
5
7
.
T
h
is
m
ea
n
s
th
at
6
5
.
7
%
o
f
th
e
v
ar
iatio
n
s
th
at
o
cc
u
r
in
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
b
y
s
tu
d
en
ts
ca
n
b
e
in
f
lu
e
n
ce
d
b
y
th
e
b
asic
s
k
ills
o
f
I
C
T
.
T
h
u
s
,
it
ca
n
b
e
co
n
cl
u
d
ed
th
at
th
e
b
asic
s
k
ills
o
f
I
C
T
in
clu
d
e:
co
m
p
u
ter
o
p
er
atio
n
s
,
s
o
f
twar
e
ap
p
licatio
n
s
,
in
ter
n
et
s
k
ills
,
a
n
d
W
o
r
ld
W
id
e
W
eb
s
k
ills
to
g
eth
er
co
n
tr
i
b
u
tin
g
6
5
.
7
%
t
o
in
cr
ea
s
in
g
s
tu
d
en
t
s
o
cial
m
ed
ia
u
tili
za
ti
o
n
ac
tiv
ities
.
4.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
th
e
b
asic
s
k
ills
o
f
I
C
T
s
tu
d
en
ts
ar
e
h
ig
h
.
T
h
e
b
asic
ab
ilit
ies
o
f
h
ig
h
I
C
T
wer
e
a
ls
o
f
o
u
n
d
in
t
h
e
Pria
tn
a
s
tu
d
y
[
3
0
]
w
h
ich
s
h
o
wed
t
h
at
th
e
lectu
r
e
r
'
s
I
C
T
u
tili
za
tio
n
s
k
ill
lev
el
was
7
4
.
0
8
%,
c
o
m
p
u
te
r
o
p
er
at
io
n
s
,
co
m
p
u
ter
s
o
f
twar
e
ap
p
li
ca
tio
n
s
,
in
ter
n
et
s
k
ills
,
an
d
w
eb
s
ite
s
k
ills
.
W
h
il
e
Kr
is
ty
an
in
g
r
u
m
’
s
r
esear
c
h
[
3
5
]
f
o
u
n
d
s
tu
d
en
ts
'
I
C
T
s
k
ill
s
v
ar
ied
:
2
2
%
lo
w,
2
0
%
m
ed
i
u
m
,
4
8
%
h
ig
h
,
an
d
2
0
%
v
er
y
h
i
g
h
.
Pav
lik
an
d
Den
n
is
[
3
6
]
in
th
ei
r
r
esear
ch
e
x
p
lain
ed
th
at
ed
u
ca
tio
n
b
y
u
ti
lizin
g
I
C
T
is
m
o
r
e
ef
f
ec
tiv
e
an
d
p
r
o
f
itab
le
th
an
th
e
u
s
e
o
f
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
tech
n
o
lo
g
y
,
i
n
ter
m
s
o
f
3
0
%
m
o
r
e
tim
e
-
s
av
in
g
an
d
4
0
%
m
o
r
e
im
p
r
o
v
in
g
s
tu
d
en
t
ac
h
iev
em
e
n
t.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
ar
e
in
lin
e
with
th
e
r
esear
ch
co
n
clu
s
io
n
s
o
f
I
C
T
'
s
co
n
tr
ib
u
tio
n
to
ac
ad
em
ic
s
ettin
g
s
an
d
id
en
tify
th
e
cu
r
r
en
t
n
ee
d
s
an
d
ch
allen
g
es
f
ac
ed
b
y
s
tu
d
en
ts
wh
en
in
ter
ac
tin
g
with
I
C
T
[
3
7
]
.
I
C
T
s
k
ills
ar
e
q
u
i
te
h
ig
h
ac
co
r
d
in
g
to
th
is
s
tu
d
y
,
in
co
n
tr
ast
to
th
e
r
esu
lts
o
f
W
o
r
eta’
s
r
esear
ch
,
et
a
l
.
[
3
8
]
,
f
in
d
in
g
t
h
at
s
tu
d
e
n
ts
f
r
o
m
Go
n
d
ar
Un
i
v
er
s
ity
Sch
o
o
l
o
f
Me
d
icin
e
an
d
Hea
lth
Scien
ce
s
h
av
e
in
s
u
f
f
icien
t
k
n
o
wled
g
e
in
I
C
T
an
d
th
e
ab
ilit
y
to
u
s
e
I
C
T
is
v
er
y
lo
w.
So
W
o
r
eta
,
et
al
.
[
3
8
]
,
d
ef
in
es
n
ee
d
s
,
co
m
p
u
ter
lab
o
r
ato
r
ies,
in
c
o
r
p
o
r
at
es
in
f
o
r
m
atio
n
-
b
ased
d
is
cip
lin
es
an
d
s
tr
en
g
t
h
en
s
h
ea
lth
in
f
o
r
m
atics tr
ain
in
g
to
eq
u
ip
s
tu
d
en
ts
in
t
h
e
u
s
e
o
f
I
C
T
.
I
C
T
s
k
ills
p
o
s
s
ess
ed
b
y
s
tu
d
en
ts
s
h
o
u
ld
b
e
o
b
s
er
v
ed
at
a
h
i
g
h
s
tag
e.
T
h
is
is
in
lin
e
with
t
h
e
Min
is
tr
y
o
f
I
n
f
o
r
m
atio
n
a
n
d
C
o
m
m
u
n
ic
atio
n
o
f
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia w
h
ich
h
as
f
o
r
m
u
lated
s
ev
e
n
s
tr
ateg
ic
r
o
les
b
y
u
tili
zin
g
I
C
T
,
n
a
m
ely
:
1
)
As
a
s
cien
ce
war
eh
o
u
s
e
;
2
)
L
ea
r
n
in
g
aid
s
;
3
)
E
d
u
ca
tio
n
al
f
ac
ilit
ies
;
4
)
Su
p
p
o
r
tin
g
e
d
u
ca
tio
n
ad
m
i
n
is
tr
atio
n
;
5
)
Ma
n
a
g
em
en
t
ai
d
s
;
an
d
6
)
E
d
u
ca
tio
n
al
in
f
r
astru
ctu
r
e
[
3
9
]
.
Per
b
awa
n
i
n
g
s
ih
[
4
0
]
s
tates
th
at
to
b
e
a
b
le
to
o
r
g
an
ize
I
C
T
-
b
ased
lear
n
in
g
an
d
p
r
o
v
i
d
e
b
asic
I
C
T
s
k
ills
,
it
is
n
ec
ess
ar
y
:
1
)
I
C
T
d
ev
ice
s
,
b
o
t
h
h
a
r
d
war
e,
s
o
f
twar
e
a
n
d
d
ata
s
o
f
twar
e
with
ce
r
tain
o
p
er
atio
n
al
ca
p
ab
ilit
y
s
tan
d
ar
d
s
[
4
1
]
;
2
)
Hu
m
a
n
R
eso
u
r
ce
s
th
at
h
a
v
e
a
p
o
s
itiv
e
attitu
d
e
t
o
war
d
s
tech
n
o
lo
g
y
an
d
h
ig
h
I
C
T
L
iter
ac
y
;
3
)
A
c
o
n
d
u
ci
v
e
in
s
titu
tio
n
al
an
d
i
n
s
titu
tio
n
al
clim
ate.
T
h
e
r
es
u
lts
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
th
e
ac
tiv
ity
o
f
s
o
cial
m
ed
ia
u
tili
za
tio
n
b
y
s
tu
d
e
n
ts
is
h
ig
h
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
u
p
p
o
r
t
th
e
r
es
u
lts
o
f
Gh
if
ar
i
,
et
a
l
.
[
4
2
]
wh
ich
f
o
u
n
d
t
h
at
th
e
u
s
e
o
f
s
o
cial
m
ed
ia
b
y
th
e
p
u
b
lic
f
o
r
s
o
cial
f
u
n
ctio
n
s
i
s
th
e
m
ajo
r
ity
c
h
o
ice,
f
o
llo
wed
b
y
in
f
o
r
m
atio
n
f
u
n
ctio
n
s
an
d
co
m
m
er
cial
f
u
n
ctio
n
s
.
T
h
e
r
esu
lts
o
f
R
ian
in
g
tias
,
So
b
r
i
,
an
d
Nu
r
a
b
ad
i
[
4
3
]
s
h
o
w
ed
:
1
)
T
h
e
lev
el
o
f
s
o
cial
m
ed
ia
u
s
e
in
th
e
lear
n
in
g
o
f
s
tu
d
en
ts
o
f
t
h
e
Facu
lty
o
f
E
d
u
ca
tio
n
o
f
Ma
lan
g
State
Un
iv
er
s
ity
is
i
n
th
e
in
ter
m
ed
iate
ca
teg
o
r
y
;
2
)
T
h
e
lev
el
o
f
lea
r
n
in
g
ac
h
iev
em
e
n
t
o
f
s
tu
d
en
t
s
o
f
t
h
e
Facu
lty
o
f
E
d
u
ca
tio
n
o
f
Ma
lan
g
State
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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c
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Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
2
2
2
-
2
2
9
226
Un
iv
er
s
ity
is
in
th
e
i
n
ter
m
ed
ia
te
ca
teg
o
r
y
;
3
)
T
h
e
u
s
e
o
f
s
o
ci
al
m
ed
ia
f
o
r
th
e
ac
h
iev
em
e
n
t
o
f
s
tu
d
e
n
t
lear
n
in
g
f
ac
u
lty
o
f
ed
u
ca
tio
n
,
Ma
lan
g
State
Un
iv
er
s
ity
is
ef
f
ec
tiv
e.
T
h
e
co
n
tr
ib
u
tio
n
o
f
I
C
T
s
k
ills
to
s
o
cial
m
ed
ia
u
s
e
ac
tiv
ities
is
in
lin
e
with
B
r
ck
aL
o
r
en
z’
s
,
et
a
l
.
[
4
4
]
,
o
f
th
e
in
cr
ea
s
in
g
u
s
e
o
f
tech
n
o
lo
g
y
in
s
o
m
e
asp
ec
ts
o
f
s
tu
d
en
t
life
,
as
well
as
th
e
in
ter
ac
tio
n
o
f
teac
h
in
g
an
d
lear
n
in
g
in
h
ig
h
er
e
d
u
ca
tio
n
.
Un
lik
e
Alk
an
an
d
Me
in
ck
’
s
r
esear
ch
[
4
5
]
,
it
s
h
o
ws
th
at
th
er
e
is
n
o
t
m
u
c
h
in
f
lu
en
ce
o
n
th
e
u
s
e
o
f
I
C
T
f
o
r
s
o
cial
co
m
m
u
n
icatio
n
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
u
g
g
ested
th
at
s
o
cial
m
ed
ia
th
at
ca
n
b
e
ac
ce
s
s
ed
o
v
e
r
th
e
I
n
ter
n
et
is
a
s
o
u
r
ce
o
f
in
f
o
r
m
atio
n
[
3
2
,
3
3
]
.
T
h
e
r
esu
lts
o
f
th
i
s
s
tu
d
y
p
r
o
v
e
th
at
s
o
cial
m
ed
i
a
u
s
er
s
o
v
e
r
th
e
i
n
ter
n
et
ca
n
in
d
ee
d
b
e
th
e
m
o
s
t
im
p
o
r
tan
t
an
d
u
s
ef
u
l
s
o
u
r
c
e
o
f
in
f
o
r
m
atio
n
f
o
r
an
y
o
n
e
as
s
tated
b
y
Sm
ith
[
4
6
]
.
Nu
r
d
in
’
s
r
esear
c
h
[
3
1
]
s
h
o
ws
th
at
9
8
p
er
ce
n
t
o
f
s
tu
d
e
n
ts
ad
m
it
to
u
s
in
g
t
h
e
in
ter
n
et
to
s
ea
r
ch
f
o
r
in
f
o
r
m
atio
n
r
elate
d
to
p
h
o
to
s
an
d
web
s
ite
lin
k
s
.
So
cial
m
ed
ia
b
ec
am
e
o
n
e
o
f
th
e
alter
n
ativ
e
o
p
tio
n
s
f
o
r
d
is
cu
s
s
in
g
g
r
o
u
p
wo
r
k
an
d
c
o
m
m
u
n
icatin
g
am
o
n
g
th
e
ac
ad
em
ic
c
o
m
m
u
n
ity
[
4
7
,
4
8
]
.
So
cial
m
ed
ia
is
also
u
s
ed
as
a
m
ed
iu
m
to
s
ea
r
ch
f
o
r
an
d
e
x
ch
an
g
e
i
n
f
o
r
m
atio
n
r
elev
a
n
t
to
ac
ad
em
ic
task
s
[
49]
.
T
h
e
o
r
ig
in
ality
o
f
id
ea
s
em
er
g
in
g
f
r
o
m
th
e
d
i
g
ital
g
en
er
atio
n
is
s
o
m
etim
es
a
tip
p
in
g
p
o
in
t
o
f
ac
ce
s
s
to
in
f
o
r
m
atio
n
ex
ch
an
g
e.
So
cial
m
ed
ia
ca
n
also
b
e
u
s
ed
as
a
m
ea
n
s
o
f
en
ter
tain
m
en
t
esp
ec
ially
to
m
ee
t
th
e
n
ee
d
s
o
f
i
n
d
iv
id
u
als
wh
o
f
ee
l
th
e
s
ilen
ce
[
5
0
]
.
N
u
r
d
in
’
s
r
e
s
ea
r
ch
[
3
1
]
f
o
u
n
d
8
3
r
esp
o
n
d
en
ts
claim
ed
to
u
s
e
th
e
I
n
ter
n
et
as
a
m
ea
n
s
o
f
en
t
er
tain
m
en
t,
b
u
t
th
e
e
n
ter
tain
m
en
t
in
q
u
esti
o
n
was
less
r
el
ated
to
d
o
wn
l
o
ad
in
g
s
o
n
g
s
an
d
watc
h
in
g
m
o
v
ies
o
n
lin
e.
Nis
if
o
r
o
u
a
n
d
L
a
g
h
o
s
[
5
1
]
s
tated
th
at
th
e
u
s
e
o
f
s
o
cial
m
ed
ia
f
o
r
en
ter
tain
m
en
t n
ee
d
s
is
a
v
ar
ia
n
t o
f
th
e
s
o
cial
m
e
d
ia
b
en
e
f
its
o
f
th
e
m
o
s
t c
h
o
s
en
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
r
esear
ch
o
n
th
e
u
s
e
o
f
s
o
cial
m
ed
ia
b
y
s
tu
d
en
t
s
in
th
is
s
tu
d
y
ar
e
in
lin
e
with
th
e
r
esu
lts
o
f
r
esear
ch
th
at
s
h
o
ws I
n
d
o
n
e
s
ia
alwa
y
s
r
an
k
s
in
th
e
to
p
1
0
u
s
er
s
o
f
th
e
to
p
f
o
u
r
s
o
cial
m
e
d
ia
p
latf
o
r
m
s
in
t
h
e
wo
r
ld
,
wh
ic
h
is
th
e
h
i
g
h
est
-
r
a
n
k
in
g
as
Face
b
o
o
k
u
s
er
s
,
r
a
n
k
ed
ten
th
in
th
e
w
o
r
ld
in
Y
o
u
T
u
b
e
u
s
er
s
,
th
e
f
ir
s
t
r
an
k
o
f
T
witter
an
d
G+
u
s
er
s
[
5
2
]
.
T
h
is
is
in
lin
e
with
L
o
r
as
[
5
3
]
wh
o
m
ad
e
co
n
clu
s
io
n
s
lik
e
I
n
d
o
n
esian
s
o
ciety
with
s
o
cial
m
ed
ia.
T
h
e
s
e
r
esu
lts
ca
n
b
e
s
u
p
p
o
r
ted
b
y
th
e
f
ac
t
th
at
th
e
I
n
ter
n
et
ca
n
b
e
o
n
e
way
to
b
u
ild
a
wid
er
n
etwo
r
k
o
f
f
r
ie
n
d
s
as p
r
ev
io
u
s
ly
lear
n
ed
.
Fo
r
ex
a
m
p
le,
E
llis
o
n
,
Stein
f
ield
,
an
d
L
a
m
p
e
[
5
4
]
f
o
u
n
d
th
at
s
tu
d
en
ts
wh
o
b
u
ilt
a
n
etwo
r
k
o
f
f
r
ien
d
s
o
n
th
e
I
n
te
r
n
et
h
ad
m
o
r
e
f
r
ien
d
s
th
an
s
tu
d
en
ts
wh
o
d
id
n
o
t
u
s
e
th
em
.
Nu
r
d
in
’
s
[
3
1
]
r
esear
c
h
f
o
u
n
d
9
4
%
o
f
s
tu
d
e
n
ts
ad
m
itted
to
u
s
in
g
th
e
in
ter
n
et
to
ac
ce
s
s
v
ar
io
u
s
s
o
cial
m
ed
ia
s
ites
th
at
s
u
p
p
o
r
t f
r
ien
d
s
h
ip
s
o
n
lin
e.
So
cial
m
ed
ia
is
a
ls
o
an
im
p
o
r
tan
t
p
ar
t
o
f
ed
u
ca
tio
n
.
Fo
r
ex
am
p
le,
to
s
ea
r
ch
f
o
r
v
a
r
io
u
s
s
cien
tific
liter
atu
r
e
r
elatin
g
t
o
th
e
v
ar
io
u
s
s
u
b
jects
r
eq
u
ir
ed
[
5
5
]
.
E
v
e
n
th
e
r
esu
lts
o
f
p
r
e
v
io
u
s
r
esea
r
ch
s
h
o
w
th
at
7
8
%
o
f
Am
er
ican
s
tu
d
en
ts
u
s
e
th
e
I
n
ter
n
et
f
o
r
th
e
b
en
e
f
it
o
f
th
ei
r
s
ch
o
o
l
wo
r
k
.
Stu
d
en
ts
also
u
s
e
th
e
I
n
ter
n
et
to
co
n
n
ec
t
with
th
ei
r
teac
h
er
s
a
n
d
also
d
o
wn
l
o
ad
v
ar
io
u
s
teac
h
in
g
m
ater
ials
[
5
6
]
.
Nu
r
d
i
n
’
s
r
esear
ch
[
3
1
]
f
o
u
n
d
th
at
9
9
%
s
tu
d
en
ts
u
s
e
th
e
in
ter
n
et
to
s
ea
r
ch
f
o
r
th
eir
co
u
r
s
e
m
ater
ials
.
T
h
e
u
s
e
o
f
s
o
cial
m
ed
ia
in
s
tu
d
en
t
ac
tiv
ities
was
also
d
em
o
n
s
tr
at
ed
b
y
th
e
r
esu
lts
o
f
Al
-
R
ah
m
i
an
d
Z
ek
i’
s
r
esear
ch
[
5
7
]
.
T
h
ey
s
ay
th
at
s
o
cial
m
ed
ia
is
wid
ely
u
s
ed
b
y
s
tu
d
e
n
ts
to
s
tu
d
y
th
e
Qu
r
'
an
an
d
H
ad
ith
.
T
h
ey
also
ass
er
t
th
at
th
e
p
latf
o
r
m
p
r
o
v
id
es
co
m
f
o
r
t
f
o
r
s
tu
d
e
n
ts
to
e
x
ch
an
g
e
a
n
d
s
h
ar
e
in
f
o
r
m
atio
n
with
f
ello
w
s
tu
d
e
n
ts
.
Ólaf
s
s
o
n
,
L
iv
i
n
g
s
to
n
e,
an
d
Had
d
o
n
'
s
[
5
8
]
r
esear
c
h
s
h
o
w
th
at
th
e
m
o
s
t
co
m
m
o
n
o
n
lin
e
ac
tiv
ities
o
f
ch
ild
r
e
n
a
g
ed
9
-
1
6
in
E
u
r
o
p
e
ar
e:
u
s
in
g
th
e
i
n
ter
n
et
f
o
r
s
ch
o
o
l
wo
r
k
(
8
5
%),
p
lay
i
n
g
g
am
es
(
8
3
%),
watc
h
in
g
v
id
eo
clip
s
(
7
6
%)
an
d
in
s
tan
t
m
ess
ag
in
g
(
6
2
%).
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
i
n
lin
e
with
t
h
e
v
iews
o
f
T
r
ea
d
awa
y
an
d
Sm
it
[
5
9
]
wh
ic
h
s
tate
ab
o
u
t
t
h
e
b
en
ef
its
o
f
s
o
cial
m
ed
ia,
n
am
el
y
:
1
)
T
h
e
n
ee
d
to
s
h
ar
e
in
f
o
r
m
atio
n
;
2
)
Pro
x
im
i
ty
to
r
esid
en
ce
;
3
)
E
v
er
y
o
n
e
is
a
s
o
u
r
ce
o
f
in
f
o
r
m
atio
n
.
I
t is also
in
li
n
e
with
t
h
e
v
iews o
f
Dele
r
u
e
[
6
0
]
an
d
He
[
6
1
]
th
e
p
illar
s
o
f
s
o
cial
m
ed
ia
ar
e
co
m
m
u
n
icati
o
n
,
co
llab
o
r
atio
n
,
ed
u
ca
tio
n
,
a
n
d
en
ter
tain
m
e
n
t.
T
h
e
r
esu
lts
s
h
o
we
d
th
at
th
er
e
wer
e
a
co
n
tr
ib
u
tio
n
a
n
d
r
ela
tio
n
s
h
ip
o
f
b
asic
I
C
T
s
k
ills
with
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
b
y
s
tu
d
en
ts
.
B
asic
I
C
T
co
n
tr
ib
u
tio
n
s
to
s
o
cial
m
ed
ia
u
s
e
ac
tiv
ities
f
o
r
ed
u
ca
tio
n
al
ac
tiv
ities
ar
e
ex
p
r
ess
ed
b
y
P
o
o
r
e
[
6
2
]
an
d
Kis
t
[
6
3
]
a
b
o
u
t
th
e
a
d
v
an
tag
es
o
f
s
o
cial
m
ed
ia,
n
a
m
ely
:
1
)
Pre
p
ar
in
g
m
ater
ials
f
o
r
class
,
ca
n
teac
h
s
tu
d
en
ts
h
o
w
to
u
s
e
th
e
in
ter
n
et
an
d
h
o
w
to
m
an
a
g
e
p
r
iv
ac
y
;
2
)
Used
to
u
p
d
ate
th
e
in
f
o
r
m
atio
n
p
r
o
v
id
ed
to
s
tu
d
en
ts
,
o
n
ch
an
g
es
in
ass
ig
n
m
en
ts
an
d
v
al
ue
-
ad
d
ed
;
3
)
C
an
b
e
a
m
ea
n
s
o
f
co
m
m
u
n
icatio
n
with
ea
ch
o
th
er
o
u
ts
id
e
o
f
s
ch
o
o
l;
4
)
C
an
b
e
u
s
ed
to
v
iew
n
ews
r
ep
o
r
ts
to
im
p
r
o
v
e
cu
r
r
icu
lu
m
an
d
k
n
o
wled
g
e;
5
)
C
an
co
n
n
ec
t stu
d
e
n
ts
with
o
th
er
class
es a
n
y
wh
er
e
to
lear
n
d
if
f
er
en
t c
u
ltu
r
es.
B
air
d
[
6
4
]
an
d
Frie
s
en
[
6
5
]
s
aid
th
at
I
C
T
's
b
asic
s
k
ills
o
f
u
s
in
g
NI
NG
(
s
o
cial
n
etwo
r
k
in
g
m
ed
ia
wid
ely
u
s
ed
in
ed
u
ca
tio
n
)
wer
e
g
o
o
d
e
n
o
u
g
h
to
f
ac
ilit
ate
p
r
o
ject
g
r
o
u
p
s
.
I
n
lin
e
with
th
at
Klo
p
f
er
,
et
a
l
.
[
6
6
]
s
tate
th
at
s
o
cial
n
etwo
r
k
in
g
tech
n
o
lo
g
y
ca
n
b
e
u
s
ed
to
co
m
m
u
n
icate
ass
ig
n
m
en
ts
,
class
d
is
cu
s
s
io
n
s
,
an
d
m
ater
ials
th
at
ca
n
s
u
p
p
o
r
t
h
o
m
ewo
r
k
s
u
p
p
o
r
t.
W
ith
r
eg
a
r
d
to
th
e
u
s
e
o
f
b
asic
I
C
T
s
k
ills
,
Ku
r
n
iali
[
6
7
]
co
n
clu
d
e
d
in
ter
n
et
s
k
ills
ar
e
a
n
ef
f
ec
tiv
e
k
n
o
wled
g
e
m
an
ag
em
en
t
in
f
r
astru
ctu
r
e.
I
C
T
-
b
as
ed
s
o
cial
u
s
e
s
k
ills
ca
n
also
b
e
u
s
ed
as
a
to
o
l
to
c
o
llab
o
r
ate
with
all
p
ar
ties
ass
o
ciate
d
with
th
e
o
r
g
an
izatio
n
,
n
o
t
ju
s
t
in
ter
n
ally
,
as
in
tr
ad
itio
n
al
k
n
o
wled
g
e
m
an
ag
em
en
t
co
n
ce
p
ts
.
So
cial
m
ed
ia
i
n
v
ites
an
y
o
n
e
in
ter
es
ted
to
p
ar
ticip
ate
b
y
co
n
tr
ib
u
tin
g
o
p
e
n
f
ee
d
b
ac
k
,
c
o
m
m
en
tin
g
,
an
d
s
h
ar
in
g
in
f
o
r
m
atio
n
in
a
f
ast
an
d
u
n
lim
ited
tim
e
[
6
8
]
.
Su
jo
k
o
’
s
tr
ial
r
esu
lts
[
6
9
]
u
s
in
g
I
C
T
(
c
o
m
p
u
ter
,
L
C
D
p
r
o
jecto
r
,
e
-
m
a
il,
an
d
W
E
B
)
f
o
r
lear
n
in
g
m
e
d
ia
in
SMP
1
Geg
er
Ma
d
iu
n
s
tated
th
at
th
e
u
s
e
o
f
I
C
T
as
a
lear
n
in
g
m
e
d
iu
m
ce
r
tain
ly
r
eq
u
ir
es
b
asic
I
C
T
s
k
ills
,
b
o
th
teac
h
er
s
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
I
C
T b
a
s
ic
s
kills
:
C
o
n
tr
ib
u
tio
n
to
s
tu
d
en
t so
cia
l m
e
d
ia
u
t
iliz
a
tio
n
a
ctivities
(
S
u
p
a
r
d
i S
u
p
a
r
d
i
)
227
ed
u
ca
to
r
s
.
Kr
is
ty
an
in
g
r
u
m
’
s
r
esu
lts
[
3
5
]
also
s
h
o
w
th
at
th
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
s
k
ill lev
els an
d
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
E
-
lear
n
in
g
u
s
e.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
c
o
n
clu
d
ed
t
h
at
th
e
r
e
is
a
co
n
tr
ib
u
tio
n
t
o
th
e
b
asic
s
k
ills
o
f
I
C
T
f
o
r
s
tu
d
en
ts
'
s
o
cial
m
ed
ia
u
tili
za
tio
n
ac
tiv
ities
.
B
asic
I
C
T
s
k
ills
s
u
ch
as
co
m
p
u
ter
o
p
e
r
atio
n
s
,
s
o
f
twar
e
a
p
p
licatio
n
s
,
in
ter
n
et
s
k
ills
,
an
d
W
W
W
Sk
ill
s
h
av
e
in
f
lu
en
c
ed
s
tu
d
en
ts
'
s
o
cial
m
ed
ia
u
t
ilizatio
n
ac
tiv
ities
s
u
ch
as
i
n
f
o
r
m
atio
n
n
ee
d
s
,
en
ter
tain
m
en
t
n
ee
d
s
,
f
r
ien
d
s
h
i
p
n
etw
o
r
k
s
,
an
d
e
d
u
ca
tio
n
.
T
h
u
s
,
it
is
r
ec
o
m
m
e
n
d
ed
f
o
r
e
d
u
ca
to
r
s
to
im
p
r
o
v
e
th
eir
s
tu
d
en
ts
'
b
asic
I
C
T
s
k
ills
b
ec
au
s
e
t
h
e
b
asic
ab
ilit
ies
o
f
I
C
T
h
av
e
m
an
if
estl
y
i
n
f
lu
en
c
ed
th
e
s
o
cial
m
ed
i
a
u
tili
za
tio
n
o
f
s
tu
d
en
ts
.
Fo
r
f
u
tu
r
e
r
esear
ch
,
it
is
ex
p
ec
te
d
to
d
ev
elo
p
le
ar
n
in
g
s
o
f
twar
e
ap
p
licatio
n
s
f
o
r
s
tu
d
en
ts
.
RE
F
E
R
E
NC
E
S
[1
]
A.
S
c
h
leic
h
e
r,
K.
Zi
m
m
e
r,
J.
Ev
a
n
s,
a
n
d
N.
Clem
e
n
ts,
PIS
A
2
0
0
9
Asse
ss
me
n
t
Fra
me
wo
rk
:
Ke
y
Co
mp
e
ten
c
ies
i
n
Rea
d
i
n
g
,
M
a
th
e
ma
t
ics
a
n
d
S
c
ien
c
e
.
OECD P
u
b
li
sh
i
n
g
(NJ
1
)
,
2
0
0
9
.
[2
]
S
.
S
id
d
iq
u
i
a
n
d
T.
S
i
n
g
h
,
“
S
o
c
ia
l
m
e
d
ia
it
s
imp
a
c
t
with
p
o
siti
v
e
a
n
d
n
e
g
a
ti
v
e
a
sp
e
c
ts
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Co
mp
u
ter
A
p
p
li
c
a
ti
o
n
s
T
e
c
h
n
o
lo
g
y
a
n
d
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
7
1
–
7
5
,
2
0
1
6
.
[3
]
M
.
N
o
rh
a
il
a
wa
ti
,
e
t
a
l.
,
“
T
h
e
P
o
we
r
o
f
S
o
c
ial
Ne
two
rk
i
n
g
S
it
e
s:
S
t
u
d
e
n
t
I
n
v
o
lv
e
m
e
n
t
t
o
wa
rd
E
d
u
c
a
ti
o
n
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
IJ
ER
E
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
5
4
9
–
5
5
6
,
2
0
1
9
.
[4
]
R.
Kra
u
t,
S
.
Kie
sle
r,
B.
B
o
n
e
v
a
,
J
.
Cu
m
m
in
g
s,
V.
He
l
g
e
so
n
,
a
n
d
A.
Cra
wfo
rd
,
“
In
tern
e
t
p
a
ra
d
o
x
re
v
i
sited
,”
J
o
u
rn
a
l
o
f
S
o
c
ia
l
Iss
u
e
s
,
v
o
l.
5
8
,
n
o
.
1
,
p
p
.
4
9
–
7
4
,
2
0
0
2
.
[5
]
M
.
M
o
ra
n
,
J.
S
e
a
m
a
n
,
a
n
d
H.
Ti
n
ti
-
Ka
n
e
,
T
e
a
c
h
i
n
g
,
L
e
a
rn
i
n
g
,
a
n
d
S
h
a
rin
g
:
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w
T
o
d
a
y
’s
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
Fa
c
u
lt
y
Us
e
S
o
c
ia
l
M
e
d
i
a
.
Ba
b
so
n
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u
rv
e
y
Re
se
a
rc
h
G
ro
u
p
,
2
0
1
1
.
[6
]
J.
Ju
h
j
i
a
n
d
P
.
Nu
a
n
g
c
h
a
lerm
,
“
In
ter
a
c
ti
o
n
b
e
twe
e
n
S
c
ien
ti
fic
Atti
tu
d
e
s
a
n
d
S
c
ien
c
e
P
r
o
c
e
ss
S
k
il
ls
to
wa
r
d
Tec
h
n
o
l
o
g
ica
l
P
e
d
a
g
o
g
ica
l
C
o
n
t
e
n
t
Kn
o
wle
d
g
e
,”
J
o
u
r
n
a
l
fo
r
th
e
Ed
u
c
a
ti
o
n
o
f
Gift
e
d
Y
o
u
n
g
S
c
ien
ti
sts
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
–
1
6
,
2
0
2
0
.
[7
]
M
.
D.
R
o
b
ly
e
r,
M
.
M
c
Da
n
iel,
M
.
Web
b
,
J.
He
rm
a
n
,
a
n
d
J.
V.
Wi
tt
y
,
“
F
i
n
d
i
n
g
s
o
n
F
a
c
e
b
o
o
k
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
A
c
o
m
p
a
riso
n
o
f
c
o
l
leg
e
fa
c
u
lt
y
a
n
d
stu
d
e
n
t
u
se
s
a
n
d
p
e
rc
e
p
ti
o
n
s
o
f
so
c
ial
n
e
two
rk
in
g
sites
,”
T
h
e
In
te
rn
e
t
a
n
d
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
v
o
l.
1
3
,
n
o
.
3
,
p
p
.
1
3
4
–
1
4
0
,
2
0
1
0
.
[8
]
B.
S
u
m
in
t
o
n
o
,
S
.
A.
W
ib
o
wo
,
N.
M
islan
,
a
n
d
D.
H.
Ti
a
wa
,
“
Us
e
o
f
i
n
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
in
tea
c
h
in
g
:
S
u
r
v
e
y
o
n
J
u
n
i
o
r
S
c
ien
c
e
Tea
c
h
e
rs
in
In
d
o
n
e
sia
,”
J
u
rn
a
l
Pen
g
a
ja
r
a
n
M
IPA
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
1
2
2
–
1
3
1
,
2
0
1
2
.
[9
]
A.
Ak
b
a
r
a
n
d
N.
No
v
ian
i,
“
C
h
a
ll
e
n
g
e
s
a
n
d
s
o
lu
ti
o
n
s
i
n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
l
o
g
y
in
I
n
d
o
n
e
sia
,”
in
Pro
c
e
e
d
i
n
g
s
o
f
N
a
ti
o
n
a
l
S
e
mi
n
a
r o
f
Po
st
g
ra
d
u
a
te P
ro
g
ra
m Un
iv
e
rs
it
a
s P
GRI
Pa
lem
b
a
n
g
,
2
0
1
9
.
[1
0
]
W.
J.
P
e
l
g
ru
m
a
n
d
N.
W.
Y.
Law
,
ICT
i
n
e
d
u
c
a
ti
o
n
a
r
o
u
n
d
th
e
w
o
rld
:
T
re
n
d
s,
p
ro
b
lem
s
a
n
d
p
ro
sp
e
c
ts
.
UN
ES
CO:
In
tern
a
ti
o
n
a
l
I
n
stit
u
te fo
r
E
d
u
c
a
ti
o
n
a
l
P
lan
n
i
n
g
,
2
0
0
3
.
[1
1
]
K.
M
a
c
Ca
ll
u
m
a
n
d
L.
Je
ffre
y
,
“
Th
e
in
fl
u
e
n
c
e
o
f
st
u
d
e
n
ts’
ICT
sk
il
ls
a
n
d
t
h
e
ir
a
d
o
p
ti
o
n
o
f
m
o
b
il
e
lea
rn
i
n
g
,”
Au
stra
l
a
sia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l.
2
9
,
n
o
.
3
,
2
0
1
3.
[1
2
]
F
.
A.
In
a
n
a
n
d
D.
L.
Lo
wt
h
e
r,
“
F
a
c
to
rs
a
ffe
c
ti
n
g
tec
h
n
o
l
o
g
y
in
teg
ra
ti
o
n
i
n
K
-
1
2
c
las
sro
o
m
s:
A
p
a
th
m
o
d
e
l
,”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l
.
5
8
,
n
o
.
2
,
p
p
.
1
3
7
–
1
5
4
,
2
0
1
0
.
[1
3
]
S
.
P
a
p
a
d
a
k
is,
“
Cre
a
ti
v
it
y
a
n
d
i
n
n
o
v
a
ti
o
n
i
n
Eu
r
o
p
e
a
n
e
d
u
c
a
ti
o
n
.
Ten
y
e
a
rs
e
Twin
n
in
g
.
P
a
st,
p
re
se
n
t
a
n
d
t
h
e
fu
tu
re
,”
I
n
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
E
n
h
a
n
c
e
d
L
e
a
rn
in
g
,
v
o
l.
8
,
n
o
.
3
–
4
,
p
p
.
2
7
9
–
2
9
6
,
2
0
1
6
.
[1
4
]
K.
Dro
ss
e
l,
B.
Ei
c
k
e
lma
n
n
,
a
n
d
J.
G
e
rick
,
“
P
re
d
icto
rs
o
f
tea
c
h
e
r
s’
u
se
o
f
ICT
i
n
sc
h
o
o
l
–
th
e
re
le
v
a
n
c
e
o
f
sc
h
o
o
l
c
h
a
ra
c
teristics
,
tea
c
h
e
rs’
a
tt
it
u
d
e
s
a
n
d
tea
c
h
e
r
c
o
ll
a
b
o
ra
ti
o
n
,”
E
d
u
c
a
ti
o
n
a
n
d
In
fo
rm
a
t
io
n
T
e
c
h
n
o
lo
g
ies
,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
5
5
1
–
5
7
3
,
2
0
1
7
.
[1
5
]
G.
-
J.
Hw
a
n
g
a
n
d
P
.
-
H.
Wu
,
“
Ap
p
li
c
a
ti
o
n
s,
imp
a
c
ts
a
n
d
tren
d
s o
f
m
o
b
il
e
tec
h
n
o
lo
g
y
-
e
n
h
a
n
c
e
d
lea
r
n
i
n
g
:
a
re
v
iew
o
f
2
0
0
8
–
2
0
1
2
p
u
b
li
c
a
ti
o
n
s
i
n
se
lec
ted
S
S
CI
j
o
u
r
n
a
ls
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
M
o
b
il
e
L
e
a
rn
in
g
a
n
d
Or
g
a
n
isa
t
io
n
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
8
3
–
9
5
,
2
0
1
4
.
[1
6
]
M
.
Ka
lo
g
ian
n
a
k
is
a
n
d
S
.
P
a
p
a
d
a
k
is,
“
An
e
v
a
lu
a
ti
o
n
o
f
G
re
e
k
e
d
u
c
a
ti
o
n
a
l
An
d
r
o
id
a
p
p
s
fo
r
p
r
e
sc
h
o
o
lers
,”
in
1
2
t
h
Co
n
fer
e
n
c
e
o
f
t
h
e
E
u
ro
p
e
a
n
S
c
i
e
n
c
e
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
Asso
c
i
a
ti
o
n
(
ES
ER
A),
D
u
b
l
in
Cit
y
Un
i
v
e
rsity
a
n
d
th
e
Un
iv
e
rsity
o
f
Li
m
e
rick
,
Du
b
li
n
,
I
re
lan
d
,
2
0
1
7
,
p
p
.
2
1
–
2
5
.
[1
7
]
S
.
P
a
p
a
d
a
k
is,
“
Ev
a
l
u
a
ti
n
g
p
re
-
se
r
v
ice
tea
c
h
e
rs’
a
c
c
e
p
tan
c
e
o
f
m
o
b
i
le
d
e
v
ice
s
with
re
g
a
rd
s
to
th
e
ir
a
g
e
a
n
d
g
e
n
d
e
r:
a
c
a
se
stu
d
y
i
n
G
re
e
c
e
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
M
o
b
il
e
L
e
a
rn
i
n
g
a
n
d
Or
g
a
n
isa
ti
o
n
,
v
o
l.
1
2
,
n
o
.
4
,
p
p
.
3
3
6
–
3
5
2
,
2
0
1
8
.
[1
8
]
I.
Ism
a
il
,
S
.
N.
Az
iza
n
,
a
n
d
T.
G
u
n
a
se
g
a
ra
n
,
“
M
o
b
il
e
lea
rn
in
g
in
m
a
lay
sia
n
u
n
i
v
e
rsi
ti
e
s:
a
re
stu
d
e
n
ts
re
a
d
y
?
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
I
n
ter
a
c
ti
v
e
M
o
b
i
le T
e
c
h
n
o
lo
g
ies
(iJIM
)
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
1
7
–
2
3
,
2
0
1
6
.
[1
9
]
B.
W.
O’Ba
n
n
o
n
a
n
d
K.
M
.
T
h
o
m
a
s,
“
M
o
b
il
e
p
h
o
n
e
s
in
th
e
c
l
a
ss
ro
o
m
:
P
re
se
rv
ice
tea
c
h
e
rs
a
n
sw
e
r
th
e
c
a
ll
,”
Co
mp
u
ter
s &
E
d
u
c
a
t
io
n
,
v
o
l
.
8
5
,
p
p
.
1
1
0
–
1
2
2
,
2
0
1
5
.
[2
0
]
T.
Wan
g
,
“
Ov
e
rc
o
m
i
n
g
Tea
c
h
e
rs’
Co
n
c
e
rn
s
-
W
h
e
re
Are
We
i
n
t
h
e
Ha
rn
e
ss
in
g
o
f
M
o
b
il
e
Tec
h
n
o
lo
g
y
in
K
-
1
2
Clas
sro
o
m
s
in
Ho
n
g
Ko
n
g
?
”
in
Ch
u
rc
h
i
ll
D.,
Lu
J.,
C
h
iu
T
.
,
F
o
x
B.
(e
d
s)
.
M
o
b
il
e
L
e
a
r
n
in
g
De
sig
n
.
S
p
rin
g
e
r
,
S
in
g
a
p
o
re
,
2
0
1
6
,
p
p
.
2
3
9
–
2
4
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
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I
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t
J
E
v
al
&
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es E
d
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c
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Vo
l
.
10
,
No
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1
,
Ma
r
ch
2
0
2
1
:
2
2
2
-
2
2
9
228
[2
1
]
E.
P
.
Yild
iz,
M
.
Çe
n
g
e
l,
a
n
d
A.
Alk
a
n
,
“
S
o
c
ial
M
e
d
ia
Atti
t
u
d
e
s
a
m
o
n
g
Vo
c
a
ti
o
n
a
l
S
c
h
o
o
l
S
tu
d
e
n
t
s
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(
IJ
ER
E
)
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
3
8
4
–
3
9
1
,
2
0
1
9
.
[2
2
]
C.
M
u
rra
y
,
“
Sc
h
o
o
ls
a
n
d
so
c
ial
n
e
two
r
k
i
n
g
:
F
e
a
r
o
r
e
d
u
c
a
ti
o
n
,”
S
y
n
e
rg
y
Per
sp
e
c
ti
v
e
s:
L
o
c
a
l
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
8
–
1
2
,
2
0
0
8
.
[2
3
]
M
.
J.
P
isk
o
rs
k
i,
“
S
o
c
ial
stra
teg
ies
th
a
t
wo
r
k
,”
Ha
rv
a
r
d
B
u
sin
e
ss
Re
v
iew
,
v
o
l.
8
9
,
n
o
.
1
1
,
p
p
.
1
1
6
–
2
2
,
1
6
6
,
2
0
1
1
.
[2
4
]
A.
An
isa
a
n
d
E
.
Er
n
a
wa
t
i,
“
Th
e
i
n
flu
e
n
c
e
o
f
so
c
ial
m
e
d
ia o
n
t
h
e
b
i
o
lo
g
y
o
f
p
u
b
li
c
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts i
n
M
a
k
a
ss
a
r
c
it
y
,”
Bi
n
o
mi
a
l
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
3
9
–
4
8
,
2
0
2
0
.
[2
5
]
B.
M
a
n
u
m
p
il
,
A.
Y.
Ism
a
n
to
,
a
n
d
F
.
On
i
b
a
la
,
“
Th
e
re
lati
o
n
s
h
i
p
b
e
twe
e
n
t
h
e
u
se
o
f
g
a
d
g
e
ts
a
n
d
t
h
e
lev
e
l
o
f
a
c
h
i
e
v
e
m
e
n
t
o
f
st
u
d
e
n
ts
in
p
u
b
li
c
h
ig
h
sc
h
o
o
l
9
M
a
n
a
d
o
”
J
u
rn
a
l
K
e
p
e
ra
wa
ta
n
,
v
o
l
.
3
,
n
o
.
2
,
2
0
1
5
.
[2
6
]
J.
S
c
h
u
m
a
c
h
e
r
a
n
d
J
.
H.
M
c
M
il
lan
,
Res
e
a
rc
h
i
n
e
d
u
c
a
ti
o
n
:
A
c
o
n
c
e
p
tu
a
l
i
n
tro
d
u
c
ti
o
n
,
5
t
h
E
d
.
Ne
w
Yo
rk
,
Lo
n
g
m
a
n
,
2
0
0
1
.
[2
7
]
H.
Ah
m
a
d
a
n
d
H.
Ha
li
m
,
“
De
term
in
in
g
S
a
m
p
le
S
ize
fo
r
Re
se
a
rc
h
Ac
ti
v
it
ies
,”
S
e
l
a
n
g
o
r
Bu
si
n
e
ss
Rev
iew
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
2
0
–
3
4
,
2
0
1
7
.
[2
8
]
S
.
S
u
g
i
y
o
n
o
,
Ed
u
c
a
ti
o
n
a
l
re
se
a
r
c
h
me
th
o
d
s:
Qu
a
n
ti
ta
ti
v
e
,
q
u
a
li
t
a
ti
v
e
,
a
n
d
R&D
a
p
p
ro
a
c
h
e
s
.
Ba
n
d
u
n
g
:
Alfa
b
e
ta,
2
0
1
3
.
[2
9
]
H.
D.
S
u
r
jo
n
o
,
“
Th
e
ro
le
in
f
o
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
s
tec
h
n
o
lo
g
y
(IC
T)
in
e
n
h
a
n
c
in
g
th
e
i
n
n
o
v
a
ti
v
e
lea
rn
in
g
p
ro
c
e
ss
(in
Ba
h
a
sa
)
,
”
S
e
mi
n
a
r N
a
sio
n
a
l
Pen
d
id
ika
n
&
S
a
in
tec
,
2
0
1
3
,
v
o
l.
1
8
.
[3
0
]
S.
P
riat
n
a
,
“
ICT
u
sa
g
e
s
k
il
ls,
CT
L
lea
rn
in
g
stra
teg
ies
a
n
d
a
c
h
iev
e
m
e
n
t
-
m
o
ti
v
a
ti
o
n
o
f
stu
d
e
n
ts
i
n
t
h
e
De
p
a
rtme
n
t
o
f
Isla
m
ic
Re
li
g
io
u
s
Ed
u
c
a
ti
o
n
F
a
c
u
lt
y
o
f
Tarb
i
y
a
h
a
n
d
Tea
c
h
e
r
o
f
t
h
e
S
tate
Isla
m
ic
In
stit
u
te
S
u
lt
a
n
M
a
u
la
n
a
Ha
sa
n
u
d
d
i
n
Ba
n
te
n
,”
T
a
n
zh
im
,
v
o
l.
1
,
n
o
.
0
1
,
p
p
.
6
5
–
7
8
,
2
0
1
7
.
[3
1
]
N.
Nu
rd
i
n
,
“
An
a
l
y
sis
o
f
in
tern
e
t
a
d
o
p
t
io
n
a
n
d
u
ti
li
z
a
ti
o
n
a
m
o
n
g
c
o
ll
e
g
e
stu
d
e
n
ts
i
n
P
a
l
u
c
it
y
,”
J
u
r
n
a
l
El
e
k
tro
n
i
k
S
istem
In
f
o
rm
a
si d
a
n
Ko
mp
u
ter
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
4
9
–
5
2
,
2
0
1
5
.
[3
2
]
K.
V.
De
o
re
,
“
Th
e
e
d
u
c
a
ti
o
n
a
l
a
d
v
a
n
ta
g
e
s
o
f
u
si
n
g
i
n
tern
e
t
,”
In
t
e
rn
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
l
E
-
J
o
u
rn
a
l
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
1
1
1
–
1
1
2
,
2
0
1
2
.
[3
3
]
P
.
Bre
y
,
“
Ev
a
l
u
a
ti
n
g
th
e
so
c
ial
a
n
d
c
u
lt
u
ra
l
imp
li
c
a
ti
o
n
s
o
f
th
e
in
tern
e
t
,”
ACM
S
IGCA
S
Co
m
p
u
ter
s
a
n
d
S
o
c
iety
,
v
o
l.
3
6
,
n
o
.
3
,
p
p
.
4
1
–
4
8
,
2
0
0
6
.
[3
4
]
A.
Ja
m
il
,
“
F
e
rti
li
z
a
ti
o
n
o
f
c
u
lt
u
re
o
f
in
v
e
stig
a
ti
o
n
a
m
o
n
g
sc
h
o
o
l
tea
c
h
e
rs:
a
n
a
ss
e
ss
m
e
n
t
,”
Th
e
sis
,
Un
iv
e
rsitas
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
,
M
a
lay
sia
,
2
0
0
2
.
[3
5
]
N.
P
.
Kristy
a
n
in
g
ru
m
,
“
ICT
s
k
il
l
lev
e
l
re
latio
n
s
h
ip
wi
th
st
u
d
e
n
t
p
e
rc
e
p
ti
o
n
o
f
e
-
lea
rn
in
g
u
se
,”
T
h
e
sis
,
De
p
a
rtme
n
t
o
f
In
f
o
rm
a
ti
c
s E
n
g
in
e
e
rin
g
,
F
a
c
u
l
ty
o
f
En
g
i
n
e
e
rin
g
U
n
iv
e
rsitas
Ne
g
e
ri
Yo
g
y
a
k
a
rta,
J
o
g
jak
a
rta,
2
0
1
1
.
[3
6
]
J.
V.
P
a
v
li
k
a
n
d
E.
E.
De
n
n
is,
N
e
w
M
e
d
ia
T
e
c
h
n
o
l
o
g
y
:
C
u
lt
u
r
a
l
a
n
d
C
o
mm
e
rc
ia
l
Per
sp
e
c
ti
v
e
s
,
2
n
d
e
d
.
B
o
sto
n
:
Ally
n
a
n
d
Ba
c
o
n
,
1
9
9
8
.
[3
7
]
A.
Jo
sh
i,
J.
M
e
z
a
,
S
.
Co
sta
,
D.
M
.
P
.
P
e
ri
n
,
K.
Tro
u
t,
a
n
d
A.
Ra
y
a
m
a
ji
h
,
“
Th
e
r
o
le
o
f
i
n
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
in
c
o
m
m
u
n
it
y
o
u
trea
c
h
,
a
c
a
d
e
m
ic
a
n
d
re
se
a
rc
h
c
o
ll
a
b
o
ra
ti
o
n
,
a
n
d
e
d
u
c
a
ti
o
n
a
n
d
su
p
p
o
rt
se
rv
ice
s (IT
-
CARES
)
,”
P
e
rs
p
e
c
ti
v
e
s in
h
e
a
lt
h
in
fo
rm
a
ti
o
n
ma
n
a
g
e
me
n
t
,
v
o
l
.
1
0
,
F
a
ll
,
p
p
.
1
-
15,
2
0
1
3
.
[3
8
]
S
.
A.
W
o
re
ta,
Y.
Ke
b
e
d
e
,
a
n
d
D.
T.
Zeg
e
y
e
,
“
Kn
o
wle
d
g
e
a
n
d
u
ti
li
z
a
ti
o
n
o
f
in
f
o
rm
a
ti
o
n
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
lo
g
y
(ICT)
a
m
o
n
g
h
e
a
lt
h
sc
ien
c
e
stu
d
e
n
ts
a
t
th
e
U
n
iv
e
rsit
y
o
f
G
o
n
d
a
r,
N
o
rth
Wes
tern
Et
h
io
p
ia
,”
BM
C
M
e
d
ica
l
In
fo
rm
a
t
ics
a
n
d
De
c
isio
n
M
a
k
in
g
,
v
o
l.
1
3
,
n
o
.
1
,
p
.
3
1
,
2
0
1
3
.
[3
9
]
P
.
In
d
ra
ji
t,
M
a
n
a
g
e
me
n
Pen
d
i
d
ika
n
T
in
g
g
i
M
o
d
e
rn
.
Yo
g
y
a
k
a
rta:
An
d
i
Offs
e
t,
2
0
0
6
.
[4
0
]
Y.
P
e
rb
a
wa
n
in
g
sih
,
“
P
lu
s
m
in
u
s
o
f
ICT
u
sa
g
e
i
n
h
ig
h
e
r
e
d
u
c
a
t
io
n
st
u
d
e
n
ts
,”
Pro
c
e
d
ia
-
S
o
c
i
a
l
a
n
d
Beh
a
v
io
r
a
l
S
c
ien
c
e
s
,
2
0
1
3
,
v
o
l.
1
0
3
,
n
o
.
2
6
,
p
p
.
7
1
7
–
7
2
4
.
[4
1
]
C.
E.
Watso
n
,
M
.
Jo
h
a
n
so
n
,
M
.
Lo
d
e
r,
a
n
d
J.
Da
n
k
iw,
“
Eff
e
c
ts
o
f
h
ig
h
-
sta
k
e
s
tes
ti
n
g
o
n
t
h
ird
th
r
o
u
g
h
fift
h
g
ra
d
e
stu
d
e
n
ts:
S
tu
d
e
n
t
v
o
ice
s
a
n
d
c
o
n
c
e
rn
s
fo
r
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rs
,”
J
o
u
rn
a
l
o
f
Or
g
a
n
iza
ti
o
n
a
l
L
e
a
rn
i
n
g
a
n
d
L
e
a
d
e
rs
h
ip
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
1
–
1
1
,
2
0
1
4
.
[4
2
]
M
.
G
h
ifari,
V.
E.
M
u
stik
a
,
H.
K.
Ro
si
d
a
h
,
a
n
d
A.
Ki
ra
n
a
,
“
S
o
c
ial
m
e
d
ia
u
ti
li
z
a
ti
o
n
b
y
stu
d
e
n
t
,”
in
Pro
c
e
e
d
in
g
s
o
f
th
e
Na
ti
o
n
a
l
S
e
min
a
r o
n
S
tre
n
g
t
h
e
n
in
g
In
d
ivid
u
a
ls
in
t
h
e
Era
o
f
th
e
In
fo
rm
a
t
io
n
Rev
o
l
u
ti
o
n
,
S
u
ra
k
a
rta,
2
0
1
0
.
[4
3
]
H.
Rian
in
g
ti
a
s,
A.
Y.
S
o
b
ri,
a
n
d
A.
Nu
ra
b
a
d
i
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
so
c
ial
m
e
d
ia
u
se
to
wa
rd
s
stu
d
e
n
t
lea
rn
in
g
a
c
h
iev
e
m
e
n
t
o
f
fa
c
u
lt
y
o
f
e
d
u
c
a
t
io
n
,
M
a
lan
g
S
tate
Un
iv
e
rsity
,”
T
h
e
sis
,
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
Ad
m
in
istratio
n
fa
c
u
lt
y
o
f
e
d
u
c
a
ti
o
n
,
M
a
lan
g
S
tat
e
Un
iv
e
rsity
,
2
0
1
7
.
[4
4
]
A.
Brc
k
a
Lo
re
n
z
,
H.
Ha
e
g
e
r,
J.
Na
il
o
s,
a
n
d
K.
Ra
b
o
u
rn
,
“
S
t
u
d
e
n
t
p
e
rsp
e
c
ti
v
e
s
o
n
t
h
e
im
p
o
rtan
c
e
a
n
d
u
se
o
f
tec
h
n
o
l
o
g
y
i
n
lea
rn
i
n
g
,
”
I
n
d
ian
a
Un
iv
e
rsity
:
As
so
c
iatio
n
fo
r
In
stit
u
ti
o
n
a
l
Re
se
a
rc
h
An
n
u
a
l
F
o
ru
m
,
2
0
1
3
.
[4
5
]
M
.
Al
k
a
n
a
n
d
S
.
M
e
in
c
k
,
“
T
h
e
re
latio
n
sh
i
p
b
e
twe
e
n
st
u
d
e
n
ts’
u
se
o
f
ICT
fo
r
so
c
ial
c
o
m
m
u
n
i
c
a
ti
o
n
a
n
d
t
h
e
ir
c
o
m
p
u
ter an
d
i
n
fo
rm
a
ti
o
n
li
tera
c
y
,”
L
a
r
g
e
-
sc
a
le A
ss
e
ss
me
n
ts i
n
E
d
u
c
a
t
io
n
,
v
o
l.
4
,
n
o
.
1
,
p
.
1
5
,
2
0
1
6
.
[4
6
]
A.
G
.
S
m
it
h
,
“
Tes
ti
n
g
th
e
su
rf:
c
rit
e
ria
fo
r
e
v
a
lu
a
ti
n
g
In
tern
e
t
i
n
fo
rm
a
ti
o
n
re
so
u
rc
e
s
,”
P
u
b
li
c
-
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7
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I.
Hu
ss
a
in
,
“
A
stu
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te
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tren
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g
u
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e
n
ts
,”
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o
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v
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l.
6
4
,
p
p
.
6
3
9
–
6
4
5
.
[4
8
]
J.
Ro
we
,
“
S
tu
d
e
n
t
u
se
o
f
so
c
ial
m
e
d
ia:
wh
e
n
sh
o
u
l
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th
e
u
n
i
v
e
rsit
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ter
v
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n
e
?
”
J
o
u
rn
a
l
o
f
Hi
g
h
e
r
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u
c
a
ti
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Po
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d
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p
.
2
4
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–
2
5
6
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2
0
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4
.
[4
9
]
M
.
Ow
u
s
u
-
Ac
h
e
a
w
a
n
d
A.
G
.
L
a
rso
n
,
“
Us
e
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ial
m
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ia
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n
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im
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c
a
d
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ic
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rm
a
n
c
e
o
f
tertiary
in
stit
u
ti
o
n
stu
d
e
n
ts:
a
st
u
d
y
o
f
s
tu
d
e
n
ts
o
f
Ko
f
o
ri
d
u
a
P
o
ly
tec
h
n
i
c
,
G
h
a
n
a
,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
Pra
c
ti
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e
,
v
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[5
0
]
M
.
T.
Wh
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tt
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a
n
d
D.
M
c
Lau
g
h
li
n
,
“
On
li
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ti
o
n
:
T
h
e
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latio
n
s
h
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p
b
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twe
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n
lo
n
e
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n
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,
in
ter
n
e
t
se
lf
-
e
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c
y
a
n
d
th
e
u
se
o
f
t
h
e
In
tern
e
t
f
o
r
e
n
terta
in
m
e
n
t
p
u
rp
o
se
s
,”
Co
mp
u
ter
s
in
H
u
ma
n
Beh
a
v
i
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r
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v
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l.
2
3
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.
3
,
p
p
.
1
4
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2
0
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
Th
e
I
C
T b
a
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kills
:
C
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tr
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to
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ctivities
(
S
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p
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p
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i
)
229
[5
1
]
E.
Nisifo
r
o
u
a
n
d
A.
Lag
h
o
s,
“
Ex
a
m
in
in
g
t
h
e
e
ffe
c
t
o
f
g
e
n
d
e
r
i
d
e
n
ti
ty
o
n
t
h
e
u
se
o
f
s
o
c
ial
m
e
d
ia
tec
h
n
o
lo
g
y
:
A
h
ig
h
e
r
e
d
u
c
a
ti
o
n
a
p
p
r
o
a
c
h
,”
J
o
u
r
n
a
l
o
f
Arts
a
n
d
H
u
ma
n
it
ies
,
v
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l.
4
,
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o
.
4
,
p
p
.
1
6
–
3
2
,
2
0
1
5
.
[5
2
]
D.
Ch
a
ffe
y
,
“
G
lo
b
a
l
so
c
ial
m
e
d
ia
re
se
a
rc
h
su
m
m
a
ry
2
0
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6
,”
S
m
a
rt
I
n
sig
h
ts:
S
o
c
ial
M
e
d
ia
M
a
rk
e
ti
n
g
,
2
0
1
6
.
[5
3
]
S
.
L
o
ra
s,
“
S
o
c
ial
m
e
d
ia
i
n
In
d
o
n
e
sia
:
b
ig
n
u
m
b
e
rs
wit
h
p
len
t
y
o
f
r
o
o
m
to
g
r
o
w
,”
Cli
c
k
Z,
2
0
1
6
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
ww
w.click
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.
c
o
m
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ial
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rs
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with
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of
-
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m
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to
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g
ro
w/
9
4
0
6
2
/
[5
4
]
N.
B.
El
li
so
n
,
C.
S
tein
f
ield
,
a
n
d
C.
Lam
p
e
,
“
Th
e
b
e
n
e
fit
s
o
f
F
a
c
e
b
o
o
k
“
frien
d
s:
”
S
o
c
ial
c
a
p
i
tal
a
n
d
c
o
ll
e
g
e
stu
d
e
n
ts’
u
se
o
f
o
n
l
in
e
so
c
ial
n
e
two
rk
sites
,”
J
o
u
r
n
a
l
o
f
C
o
mp
u
ter
-
M
e
d
i
a
ted
C
o
mm
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n
ic
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ti
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l.
1
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4
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p
.
1
1
4
3
–
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6
8
,
2
0
0
7
.
[5
5
]
M.
-
J.
Tsa
i
a
n
d
C.
-
C
.
Tsa
i,
“
In
fo
rm
a
ti
o
n
se
a
rc
h
in
g
stra
teg
ies
i
n
we
b
-
b
a
se
d
sc
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g
:
T
h
e
ro
le
o
f
In
ter
n
e
t
se
lf
-
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ffica
c
y
,”
In
n
o
v
a
t
io
n
s in
Ed
u
c
a
ti
o
n
a
n
d
T
e
a
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n
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In
ter
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ti
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l
,
v
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o
.
1
,
p
p
.
4
3
–
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0
,
2
0
0
3
.
[5
6
]
A.
Len
h
a
rt,
M
.
S
imo
n
,
a
n
d
M
.
G
ra
z
ian
o
,
“
Th
e
In
tern
e
t
a
n
d
Ed
u
c
a
ti
o
n
:
F
i
n
d
i
n
g
s
o
f
th
e
P
e
w
In
tern
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t
&
Am
e
rica
n
Li
fe
P
ro
jec
t
,”
P
e
w I
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tern
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t
a
n
d
A
m
e
rica
n
Li
fe
P
ro
jec
t,
Was
h
i
n
g
to
n
,
2
0
0
1
.
[5
7
]
W.
M
.
Al
-
Ra
h
m
i
a
n
d
A.
M
.
Zek
i,
“
A
m
o
d
e
l
o
f
u
si
n
g
so
c
ial
m
e
d
i
a
fo
r
c
o
ll
a
b
o
ra
ti
v
e
lea
rn
i
n
g
to
e
n
h
a
n
c
e
lea
rn
e
rs’
p
e
rfo
rm
a
n
c
e
o
n
lea
rn
in
g
,”
J
o
u
rn
a
l
o
f
Ki
n
g
S
a
u
d
Un
ive
rs
it
y
-
Co
m
p
u
ter
a
n
d
In
f
o
rm
a
ti
o
n
S
c
ien
c
e
s
,
v
o
l.
2
9
,
n
o
.
4
,
p
p
.
5
2
6
–
5
3
5
,
2
0
1
7
.
[5
8
]
K.
Óla
fss
o
n
,
S
.
Li
v
i
n
g
st
o
n
e
,
a
n
d
L.
Ha
d
d
o
n
,
Ch
il
d
re
n
’s
u
se
o
f
o
n
li
n
e
tec
h
n
o
l
o
g
ies
i
n
E
u
ro
p
e
:
a
re
v
iew
o
f
t
h
e
Eu
ro
p
e
a
n
e
v
i
d
e
n
c
e
b
a
se
(re
v
ise
d
e
d
it
io
n
)
.
EU
Ki
d
s On
li
n
e
,
Lo
n
d
o
n
,
UK
,
2
0
1
4
.
[5
9
]
C.
Trea
d
a
wa
y
a
n
d
M
.
S
m
it
h
,
Fa
c
e
b
o
o
k
ma
rk
e
ti
n
g
:
A
n
h
o
u
r a
d
a
y
.
Jo
h
n
Wi
ley
&
S
o
n
s,
2
0
1
2
.
[6
0
]
H.
De
leru
e
a
n
d
W.
He
,
“
A
re
v
iew
o
f
so
c
ial
m
e
d
ia
se
c
u
rit
y
ris
k
s
a
n
d
m
it
i
g
a
ti
o
n
tec
h
n
i
q
u
e
s
,”
J
o
u
rn
a
l
o
f
S
y
ste
ms
a
n
d
In
fo
rm
a
t
io
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
1
7
1
–
1
8
0
,
2
0
1
2
.
[6
1
]
W.
He
,
“
A
su
rv
e
y
o
f
se
c
u
rit
y
risk
s
o
f
m
o
b
i
le
so
c
ial
m
e
d
ia
th
r
o
u
g
h
b
lo
g
m
in
i
n
g
a
n
d
a
n
e
x
ten
si
v
e
li
te
ra
tu
re
se
a
rc
h
,”
In
fo
rm
a
t
io
n
M
a
n
a
g
e
me
n
t
&
Co
m
p
u
ter
S
e
c
u
rity
,
v
o
l.
2
1
,
n
o
.
5
,
3
8
1
-
4
0
0
,
2
0
1
3
.
[6
2
]
M
.
P
o
o
re
,
Us
i
n
g
s
o
c
ia
l
me
d
ia
in
t
h
e
c
la
ss
ro
o
m:
A
b
e
st
p
ra
c
ti
c
e
g
u
i
d
e
.
S
AG
E
P
u
b
li
c
a
ti
o
n
s
Lt
d
,
2
0
1
5
.
[6
3
]
W.
Kist,
“
Clas
s,
g
e
t
re
a
d
y
t
o
twe
e
t:
S
o
c
ial
m
e
d
ia
in
t
h
e
c
las
sro
o
m
,”
Ou
r
Ch
il
d
re
n
:
T
h
e
Na
t
io
n
a
l
PT
A
M
a
g
a
zin
e
,
v
o
l.
3
8
,
n
o
.
3
,
p
p
.
1
0
–
1
1
,
2
0
1
3
.
[6
4
]
D.
Ba
ird
,
“
T
h
e
p
r
o
m
ise
o
f
so
c
ial
n
e
two
r
ks
,”
Tec
h
&
Lea
rn
in
g
,
2
0
0
5
.
[6
5
]
N.
F
ries
e
n
a
n
d
S
.
L
o
we
,
“
T
h
e
q
u
e
stio
n
a
b
le
p
ro
m
ise
o
f
so
c
ial
m
e
d
ia
fo
r
e
d
u
c
a
ti
o
n
:
C
o
n
n
e
c
ti
v
e
l
e
a
rn
in
g
a
n
d
t
h
e
c
o
m
m
e
rc
ial
imp
e
ra
ti
v
e
,”
J
o
u
rn
a
l
o
f
Co
m
p
u
ter
Assiste
d
L
e
a
rn
i
n
g
,
v
o
l.
2
8
,
n
o
.
3
,
p
p
.
1
8
3
–
1
9
4
,
2
0
1
2
.
[6
6
]
E.
Klo
p
fe
r,
S
.
Os
terw
e
il
,
J.
G
ro
ff,
a
n
d
J.
Ha
a
s,
“
Th
e
i
n
stru
c
ti
o
n
a
l
p
o
we
r
o
f
d
i
g
it
a
l
g
a
m
e
s,
so
c
ial
n
e
two
rk
i
n
g
,
sim
u
latio
n
s,
a
n
d
h
o
w t
e
a
c
h
e
rs ca
n
lev
e
ra
g
e
t
h
e
m
,”
Bo
sto
n
:
T
h
e
E
d
u
c
a
ti
o
n
Arc
a
d
e
,
v
o
l
.
1
,
p
p
.
2
0
,
2
0
0
9
.
[6
7
]
S.
Ku
rn
iali
,
“
T
h
e
ro
le
o
f
so
c
ial
m
e
d
ia
o
n
th
e
i
n
tern
e
t
i
n
th
e
imp
l
e
m
e
n
tatio
n
o
f
k
n
o
wle
d
g
e
m
a
n
a
g
e
m
e
n
t
p
ro
c
e
ss
,”
Co
mTec
h
:
Co
m
p
u
ter
,
M
a
t
h
e
ma
ti
c
s a
n
d
En
g
in
e
e
rin
g
A
p
p
li
c
a
ti
o
n
s
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
6
7
–
1
7
4
,
2
0
1
1
.
[6
8
]
A.
M
.
Ka
p
lan
a
n
d
M
.
Ha
e
n
lein
,
“
Us
e
rs
o
f
th
e
wo
rl
d
,
u
n
i
te!
Th
e
c
h
a
ll
e
n
g
e
s
a
n
d
o
p
p
o
rtu
n
it
ies
o
f
S
o
c
ial
M
e
d
ia
,”
Bu
sin
e
ss
Ho
rizo
n
s
,
v
o
l
.
5
3
,
n
o
.
1
,
p
p
.
5
9
–
6
8
,
2
0
1
0
.
[6
9
]
S
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